Lisa Auerbach1, Sally A Santen2,3, William B Cutrer4, Michelle Daniel5, Amy L Wilson-Delfosse6, Nicole K Roberts1. 1. The City University of New York School of Medicine, New York, NY, USA. 2. Virginia Commonwealth University School of Medicine, Richmond, VA, USA. 3. Accelerating Change in Medical Education, American Medical Association, Chicago, IL, USA. 4. Pediatrics, Vanderbilt University School of Medicine, Nashville, TN, USA. 5. Office of Medical Student Education, University of Michigan Medical School, Ann Arbor, MI, USA. 6. Pharmacology, School of Medicine, Case Western Reserve University School of Medicine, Cleveland, OH, USA.
Abstract
BACKGROUND: The Master Adaptive Learner (MAL) theoretical framework describes an integrated approach to learning that combines features of educational theory on self-regulated learning and aspects of quality improvement. In order to develop MAL students, it is important to pay attention to the learning environment. PURPOSE: To describe educators' perspectives about the learning environment needed to promote the development of master adaptive learners. METHODS: Thematic analysis of reports by medical educators who were workshop participants at a national presentation on creating effective learning environment to develop MAL in undergraduate medical education. RESULTS: Three themes educators considered important in the development of the Master Adaptive Learner were Adaptive Educator, Support for Learning, and Institutional Commitment. These findings suggest that in order to support the MAL, an educational setting should provide faculty who can be flexible and adapt to the developing MAL, learning experiences that support active learning, focused on groups as well as developing individual learners. Leaders in the educational setting should demonstrate a commitment to creating a culture to support learning and provide appropriate resources to that end. CONCLUSION: Learning environments to develop master adaptive learners need to have adaptive educators, teaching, learning, and institutional culture to support challenge and grow Master Adaptive Learners.
BACKGROUND: The Master Adaptive Learner (MAL) theoretical framework describes an integrated approach to learning that combines features of educational theory on self-regulated learning and aspects of quality improvement. In order to develop MAL students, it is important to pay attention to the learning environment. PURPOSE: To describe educators' perspectives about the learning environment needed to promote the development of master adaptive learners. METHODS: Thematic analysis of reports by medical educators who were workshop participants at a national presentation on creating effective learning environment to develop MAL in undergraduate medical education. RESULTS: Three themes educators considered important in the development of the Master Adaptive Learner were Adaptive Educator, Support for Learning, and Institutional Commitment. These findings suggest that in order to support the MAL, an educational setting should provide faculty who can be flexible and adapt to the developing MAL, learning experiences that support active learning, focused on groups as well as developing individual learners. Leaders in the educational setting should demonstrate a commitment to creating a culture to support learning and provide appropriate resources to that end. CONCLUSION: Learning environments to develop master adaptive learners need to have adaptive educators, teaching, learning, and institutional culture to support challenge and grow Master Adaptive Learners.
Entities:
Keywords:
Master Adaptive Learner; Medical student; learning environment
Authors: Matthew D McEvoy; Mary Lynn Dear; Reagan Buie; David A Edwards; Tyler W Barrett; Brian Allen; Amy C Robertson; Leslie C Fowler; Cassandra Hennessy; Bonnie M Miller; Kim V Garvey; Robert P Bland; Geoffrey M Fleming; Don Moore; Todd W Rice; Gordon R Bernard; Christopher J Lindsell Journal: JAMA Netw Open Date: 2022-07-01